springfield grading benchmarks first grade reading · 2014-11-03 · springfield grading benchmarks...
TRANSCRIPT
Springfield Grading Benchmarks – FIRST GRADE
READING
1) Independent Reading Level.
Trimester 1 2 3 4 1st Student has achieved
reading success at Level C
or below.
Student has achieved reading
success at Level D.
Student has achieved reading
success at Level E.
Student has achieved reading
success at Level F or above.
2nd Student has achieved
reading success at Level E
or below.
Student has achieved reading
success at Level F.
Student has achieved reading
success at Level G. Student has achieved reading
success at Level H or above.
3rd Student has achieved
reading success at Level G
or below.
Student has achieved reading
success at Level H. Student has achieved reading
success at Level I. Student has achieved reading
success at Level J or above.
Reading level based on Fountas & Pinnell Expectations for Reading
2) Uses a variety of print strategies to decode (pictures, context, phonics).
Trimester 1 2 3 4
1st
Student rarely:
identifies and decodes using
beginning sounds.
checks to make sure reading
makes sense.
reads high-frequency
words automatically.
notices errors and applies
learned reading strategies.
distinguishes between
information provided by
pictures and text.
Student is beginning to:
identifies and decodes
using beginning sounds.
checks to make sure reading
makes sense.
reads high-frequency
words automatically.
notices errors and applies
learned reading strategies.
distinguishes between
information provided by
pictures and text.
Student consistently:
identifies and decodes using
beginning sounds.
checks to make sure reading
makes sense.
reads high-frequency
words automatically.
notices errors and applies
learned reading strategies.
distinguishes between
information provided by
pictures and text.
Student consistently and
independently:
identifies and decodes using
beginning sounds.
checks to make sure reading
makes sense.
reads high-frequency
words automatically.
notices errors and applies
learned reading strategies.
distinguishes between
information provided by
pictures and text.
2nd Student rarely:
• identifies and decodes using
beginning and ending
Student sometimes:
• identifies and decodes
using beginning and
Student consistently:
identifies and decodes using
beginning and ending
Student consistently and
independently:
identifies and decodes using
Springfield Grading Benchmarks – FIRST GRADE
sounds.
• keeps the accumulating story
events (or content) in mind.
• uses meaning of
accumulated text to figure
out unfamiliar words.
• stops and corrects at the
point of error.
ending sounds.
• keeps the accumulating
story events (or content)
in mind.
• uses meaning of
accumulated text to figure
out unfamiliar words.
• stops and corrects at the
point of error.
sounds.
keeps the accumulating
story events (or content) in
mind.
uses meaning of accumulated
text to figure out unfamiliar
words.
stops and corrects at the
point of error.
beginning, ending, and
middle (vowel) sounds.
keeps the accumulating
story events (or content) in
mind, in above- grade-level
text.
uses meaning of accumulated
text tofigure out unfamiliar
words, in text.
stops and corrects at the
point of error, in text.
3rd Student rarely: • identifies and decodes using
beginning, ending, and middle (vowel) sounds.
• distinguishes between long and short vowel sounds
• decodes using knowledge of syllable segmentation
• rereads and self-corrects at points of error.
• monitors utilizing all sources of information.
• utilizes multiple strategies simultaneously to
problem solve through text. • solves unknown words with
relative ease.
Student sometimes:
• identifies and decodes
using beginning, ending,
and middle (vowel)
sounds.
• distinguishes between long
and short vowel sounds
• decodes using knowledge
of syllable segmentation
• rereads and self-corrects at
points of error.
• monitors utilizing all
sources of information.
• utilizes multiple
strategies simultaneously to
problem solve through
text.
• solves unknown words
with relative ease.
Student consistently:
identifies and decodes using beginning, ending, and
middle (vowel) sounds.
distinguishes between long
and short vowel sounds
decodes using knowledge of syllable segmentation
rereads and self-corrects
at points of error.
monitors utilizing all
sources of information.
• utilizes multiple
strategies simultaneously to
problem solve through text.
• solves unknown words
with relative ease.
Student consistently and
independently:
decodes unknown and complex/multi- syllable
words using all phonemes
(blends, digraphs,
diphthongs).
rereads and self-corrects
at points of error, in
above-grade-level text.
• monitors for all sources
of information, in
above-grade-level text.
• uses an increasingly more
challenging repertoire of
graphophonic/
• visual strategies to
problem solve through
above-grade- level text.
• solves unknown words
with relative ease, in text.
3) Applies comprehension strategies to understand texts.
Springfield Grading Benchmarks – FIRST GRADE
Trimester 1 2 3 4
ALL Students rarely:
Describes characters,
settings and major events
in a story using key details
Uses illustrations and print
to make meaning of a text
Makes meaningful
connections
Ask and answer questions
about key details in the
text
Self-monitors
comprehension while
reading
Use strategies including,
but not limited to:
-making predictions
-noticing text features to
determine between fiction
and nonfiction
-visualizes text by using
senses
-asks questions before,
during and after reading.
Student is beginning to:
Describe characters,
settings and major events
in a story using key details
Use illustrations and print
to make meaning of a text
Make meaningful
connections
Ask and answer questions
about key details in the
text
Self-monitor
comprehension while
reading
Use strategies including,
but not limited to:
-making predictions
-noticing text features to
determine between fiction
and nonfiction
-visualizes text by using
senses
-asks questions before,
during and after reading.
Student consistently:
Describes characters,
settings and major events
in a story using key details
Uses illustrations and print
to make meaning of a text
Makes meaningful
connections
Asks and answers
questions about key details
in the text
Self-monitors
comprehension while
reading
Uses strategies including,
but not limited to:
-making predictions
-noticing text features to
determine between fiction
and nonfiction
-visualizes text by using
senses
-asks questions before,
during and after reading.
Student extends and enhances
thinking beyond what is directly
stated in the text and
independently :
Describes characters,
settings and major events
in a story using key details
Uses illustrations and print
to make meaning of a text
Makes meaningful
connections
Asks and answers
questions about key details
in the text
Self-monitors
comprehension while
reading
Uses strategies including,
but not limited to:
-making predictions
-noticing text features to
determine between fiction
and nonfiction
-visualizes text by using
senses
-asks questions before,
during and after reading.
4) Reads with fluency (expression, phrasing, rate, accuracy).
Springfield Grading Benchmarks – FIRST GRADE
Demonstrates the ability to read accurately at an appropriate pace with expression.
Trimester 1 2 3 4
ALL Student reads primarily word
by word. Infrequent two to
three word phrases are present.
No expressive interpretation or
pausing guided by author’s
meaning and punctuation; slow
rate.
Student reads in two word phrases
with some three or four word
groupings. Some word by word
grouping may be present. Almost
no expressive interpretation or
pausing guided by author’s
meaning and punctuation; slow
rate most of the time.
Student reads in three or four
word phrase groups at an even
pace. Phrasing seems appropriate
with some expressive
interpretation and pausing guided
by author’s meaning and
punctuation; appropriate rate with
some slowdowns.
Student reads in larger,
meaningful phrases or word
groups at an even pace. Phrasing
seems appropriate with mostly
expressive interpretation and
pausing guided by author’s
meaning and punctuation;
appropriate rate with few
slowdowns.
5) Retells story with accuracy.
Trimester 1 2 3 4 ALL Student is unable or rarely able to
retell big events from a story and
identify the main topic.
Student is sometimes able to retell
big events from a story and
identify the main topic.
Student can consistently retell big
events from a story in sequence,
beginning/middle/end and identify
the main topic.
Student can consistently retell
events from a story using details,
including characters, setting, and
problem solution and identify the
main topic.
6) Demonstrates stamina during independent reading.
Springfield Grading Benchmarks – FIRST GRADE
Trimester 1 2 3 4
1st Student is unable or rarely able
to sustain attention for 20
minutes.
Student is approaching reading
stamina of 20 minutes.
Student consistently sustains
attention during independent
reading for 20 minutes.
Student consistently sustains
attention during independent
reading for 20 minutes or
more, using available
opportunities to extend reading
time.
2nd Student is unable or rarely able
to sustain attention for 25
minutes.
Student is approaching reading
stamina of 25 minutes.
Student consistently sustains
attention during independent
reading for 25 minutes.
Student consistently sustains
attention during independent
reading for 25 or more
minutes, using available
opportunities to extend reading
time.
3rd Student is unable or rarely able
to sustain attention for 30
minutes.
Student is approaching reading
stamina of 30 minutes.
Student consistently sustains
attention during independent
reading for 30 minutes.
Student consistently sustains
attention during independent
reading for 30 or more
minutes, using available
opportunities to extend reading
time.
7) Writes and/or draws illustrations in response to texts.
Trimester 1 2 3 4 ALL Student’s illustration or written
response reflects no
understanding of the text read.
Student’s illustration or written
response reflects little
understanding of the text read.
Student’s illustration or written
response reflects literal
understanding of the text read.
Student’s illustration or written
response reflects literal and
inferential understanding of the
text read, and/or includes text
evidence.
WRITING:
1) Generates ideas (topic, sequence, and relevant details).
Springfield Grading Benchmarks – FIRST GRADE
2) Produces writing appropriate to task, purpose, and audience.
Trimester 1 2 3 4
ALL
Student rarely:
• Generates a few ideas
from experience or
imagination
• Develops a clear topic
• Thinks, sketches, and
writes ideas, as taught in units
of study
• Adds details to strengthen
writing
• Adds drawings to enhance
writing
Student sometimes:
• Generates some ideas from
experience or imagination
• Develops a clear topic/may be
too broad
• Thinks, sketches, and writes
ideas, as taught in
units of study
• Adds details to strengthen
writing as needed with guidance
• Adds drawings to enhance
writing
Student consistently:
• Generates ideas and
sequences events for writing
from experience, imagination,
or stories read together
• Shares ideas with others
• Chooses and narrows the
topic with support
• Thinks, sketches, and writes
relevant ideas, as taught in units
of study
Adds details to strengthen
writing as needed with guidance
Adds drawings to enhance
writing
Student consistently and independently:
• Generates original ideas for
writing from experience,
imagination, and stories read.
• Shares ideas with others
• Chooses and narrows a
specific topic
• Thinks, sketches, and writes a
story and elaborates with details
about the narrowed topic, as
taught in units of study
• Adds detailed and/or
drawings to enhance writing
Trimester 1 2 3 4
ALL
Student rarely produces:
Opinion pieces with
an introduction, a
reason and closure
Informative/explanat
ory texts with a
topic, facts, and
closure
Narratives to
develop real or
imagined
experiences using
sequence, details,
and closure
Student sometimes produces:
Opinion pieces with an
introduction, a reason and
closure
Informative/explanatory
texts with a topic, facts,
and closure
Narratives to develop real
or imagined experiences
using sequence, details,
and closure
Student consistently produces:
Opinion pieces with an
introduction, a reason
and closure
Informative/explanatory
texts with a topic, facts,
and closure
Narratives to develop
real or imagined
experiences using
sequence, details, and
closure
Student consistently and
independently produces:
Opinion pieces with an
introduction, several
reasons and closure
Informative/explanatory
texts with a topic,
multiple facts, and
closure
Narratives to develop
real or imagined
experiences using
sequence, details with
elaboration, and closure
Springfield Grading Benchmarks – FIRST GRADE
3) Demonstrates stamina in independent writing.
Trimester 1 2 3 4
1st Student is unable to write
independently for 10 minutes.
Student is approaching an
independent writing stamina of
10 minutes.
Student can consistently write
independently for 10 minutes.
Student consistently writes
independently for 10 minutes or
more, using available
opportunities to extend writing
time.
2nd Student is unable to write
independently for 15 minutes.
Student is approaching an
independent writing stamina of
15 minutes.
Student can consistently write
independently for 15 minutes.
Student consistently writes
independently for 15 or more
minutes, using available
opportunities to extend writing
time.
3rd Student is unable to write
independently for 20 minutes.
Student is approaching an
independent writing stamina of
20 minutes.
Student can consistently write
independently for 20 minutes.
Student consistently writes
independently for 20 or more
minutes, using available
opportunities to extend writing
time.
4) Writes with organization, focus, and clarity.
Trimester 1 2 3 4
All
Student rarely develops and
strengthens writing by:
Planning, revising, and
editing
Using organizational
components relevant to
units of study (eg.
informational writing –
table of contents,
glossary, headings,
captions, drawings,
labels)
Student sometimes develops and
strengthens writing by:
Planning, revising, and
editing
Using organizational
components relevant to units
of study (eg. informational
writing – table of contents,
glossary, headings, captions,
drawings, labels)
Using a relevant beginning,
middle, and conclusion
Student consistently develops
and strengthens writing by:
Planning, revising, and
editing
Using organizational
components relevant to units
of study (eg. informational
writing – table of contents,
glossary, headings, captions,
drawings, labels)
Using a relevant beginning,
middle, and conclusion
Student consistently and
independently develops and
strengthens writing by:
Using tools to guide
planning, revising, and
editing
Using organizational
components relevant to
units of study (eg.
informational writing –
table of contents, glossary,
headings, captions,
Springfield Grading Benchmarks – FIRST GRADE
Using a relevant
beginning, middle, and
conclusion
Organizing ideas in
logical order
Expanding their topic
idea
Organizing ideas in logical
order
Expanding their topic idea
Organizing ideas in logical
order
Expanding their topic idea
drawings, labels)
Using a relevant and well-
developed beginning,
middle, and conclusion
Organizing ideas in logical
order
Expanding their topic idea
with a variety of supporting
details
5) Elaborates by using details and descriptions.
Trimester 1 2 3 4
ALL Student rarely:
• Uses simple, below- grade-
level vocabulary.
• Writes with expression
(feelings and emotions)
• Reveals the writer’s feelings
and voice.
Student sometimes:
• Uses some grade-level
vocabulary.
• Writes with expression
(feelings and emotions)
• Uses some words that give
details and are appropriate to
the topic and genre.
Student consistently:
• Uses grade-level vocabulary
• Uses a variety of words that
are specific, interesting, and
vivid.
• Writes with expression
(feelings and emotions)
• Provides details and
descriptions that are
appropriate to the topic and
genre.
Student consistently and
independently:
• Uses interesting and
sophisticated vocabulary.
• Uses words and phrases that
are specific, interesting, and
vivid.
• Writes with expression
showing their feelings,
emotions, and interests.
• Provides several details and
descriptions that are
appropriate to the topic and
genre.
Springfield Grading Benchmarks – FIRST GRADE
6) Applies rules of grammar, usage, and mechanics.
Trimester 1 2 3 4
ALL
Student rarely applies the
following correct grammar,
usage, and mechanics:
Appropriately used upper-
and lowercase letters Action words.
Matching nouns and verbs (they hop, Bob hops).
Describing words.
A variety of complete
sentence types (simple,
compound, declarative,
interrogative, imperative,
exclamatory)
Determiners (this, that,
these, those) and
prepositions.
Common, proper, and possessive nouns and pronouns.
Conjunctions to expand
ideas (and, but, so, or,
because).
End punctuation for
sentences.
Commas in dates and to
separate single words in a
series.
Student sometimes applies
correct grammar, usage, and
mechanics by including:
Appropriately used upper-
and lowercase letters Action words.
Matching nouns and verbs (they hop, Bob hops).
Describing words.
A variety of complete
sentence types (simple,
compound, declarative,
interrogative, imperative,
exclamatory)
Determiners (this, that,
these, those) and
prepositions.
Common, proper, and possessive nouns and pronouns.
Conjunctions to expand
ideas (and, but, so, or,
because).
End punctuation for
sentences.
Commas in dates and to
separate single words in a
series.
Student consistently applies
correct grammar, usage, and
mechanics by including:
Appropriately used upper-
and lowercase letters Action words.
Matching nouns and verbs (they hop, Bob hops).
Describing words.
A variety of complete
sentence types (simple,
compound, declarative,
interrogative, imperative,
exclamatory)
Determiners (this, that,
these, those) and
prepositions.
Common, proper, and possessive nouns and pronouns.
Conjunctions to expand
ideas (and, but, so, or,
because).
End punctuation for
sentences.
Commas in dates and to
separate single words in a
series.
Student consistently and
independently applies
grammar, usage, and
mechanics by including:
Appropriately used upper-
and lowercase letters Action words.
Matching nouns and verbs (they hop, Bob hops).
Describing words.
A variety of complete
sentence types (simple,
compound, declarative,
interrogative, imperative,
exclamatory)
Determiners (this, that,
these, those) and
prepositions.
Common, proper, and possessive nouns and pronouns.
Conjunctions to expand
ideas (and, but, so, or,
because).
End punctuation for
sentences.
Commas in dates and to
separate single words in a
series.
Springfield Grading Benchmarks – FIRST GRADE
7) Learns and applies spelling patterns and strategies.
Trimester 1 2 3 4
ALL Student rarely:
• Uses reference
materials (personal
dictionaries, word wall)
as needed to support
correct spelling in
written work.
• Applies learned
patterns and strategies
to spell words correctly.
Student sometimes:
• Uses reference
materials (personal
dictionaries, word wall)
as needed to support
correct spelling in
written work.
• Applies learned
patterns and strategies
to spell words correctly.
Student consistently:
• Uses reference
materials (personal
dictionaries, word wall)
as needed to support
correct spelling in
written work.
• Applies learned
patterns and strategies
to spell words correctly.
Student consistently and
independently applies spelling
rules, patterns, generalizations,
and
• Uses reference
materials (personal
dictionaries, word wall)
as needed to support
correct spelling in
written work.
• Applies learned
patterns and strategies
to spell words correctly.
8) Uses technology to produce and publish writing.
Trimester 1 2 3 4
1st & 2
nd N/A N/A N/A N/A
3rd
Student can only use
technology with constant
guidance and support to
produce and publish
writing.
Student uses technology
with frequent guidance
and support to produce
and publish writing.
Student uses technology
with some guidance and
support to produce and
publish writing.
Student independently uses
technology to produce and
publish writing.
Springfield Grading Benchmarks – FIRST GRADE
LISTENING AND SPEAKING
1) Expresses ideas clearly and effectively.
Trimester 1 2 3 4
ALL
Student rarely expresses ideas
and comments in clear language
and in complete sentences,
using correct verb tenses.
Student occasionally
expresses ideas and
comments in clear language
and in complete
sentences, using correct verb
tenses.
Student consistently
expresses ideas and
comments in clear
language and in complete
sentences using correct verb
tenses.
Student has achieved grade-level expectations and extends ideas in complete sentences, using correct subject-verb agreement and correct use of irregular plural nouns.
2) Demonstrates listening skills for information and understanding.
Trimester 1 2 3 4
ALL
Student rarely: Responds to comments of
others through multiple exchanges.
Asks questions about information presented orally in order to deepen understanding.
Student sometimes: Responds to comments of
others through multiple exchanges.
Asks questions about information presented orally or visually in order to deepen understanding.
Student consistently: Responds to comments of
others through multiple exchanges.
Asks and answers questions about information presented orally or visually in order to deepen understanding.
Student consistently and
independently restates key
elements, and answers
questions about information
to deepen understanding or
clarify comprehension.
3) Participates in group discussions actively and appropriately.
Trimester 1 2 3 4
ALL
Student rarely participates in
group discussions or follows
discussion rules ( listening to
others, speaking one at a time in
complete sentences, and gaining
the floor in respectful ways).
Student occasionally
participates in group
discussions and follows
discussion rules ( listening to
others, speaking one at a time
in complete sentences, and
getting the attention of peers
in respectful ways).
Student consistently participates
in group discussions and
follows discussion rules
( listening to others, speaking
one at a time in complete
sentences, and getting the
attention of peers in respectful
ways).
Student consistently and independently: Stays on topic by linking
his/her own additions to the conversation or previous remarks of others.
Student extends his/her ideas and understanding in light of the discussion.
Springfield Grading Benchmarks – FIRST GRADE
MATHEMATICS
Operations and Algebraic Thinking
1) Understands and applies mathematical concepts.
Trimester 1 2 3 4
ALL
Student rarely:
Solves addition and
subtraction word
problems with sums
less than or equal to 20
Applies commutative
(If 8 + 3 = 11 is known,
then 3 + 8 = 11) and
associative properties
of addition (To add 2 +
6 + 4, the second two
numbers can be added
to make a ten, so 2 + 6
+ 4 = 2 + 10 = 12) to
understand the
relationship between
addition and subtraction
Solves addition and
subtraction problems
with unknown partners
Demonstrates multiple
strategies to fluently
add and subtract within
20
Solves word problems
that call for addition of
up to three whole
numbers whose sum is
less than or equal to 20,
Student sometimes:
Solves addition and
subtraction word
problems with sums
less than or equal to 20
Applies commutative
(If 8 + 3 = 11 is known,
then 3 + 8 = 11) and
associative properties
of addition (To add 2 +
6 + 4, the second two
numbers can be added
to make a ten, so 2 + 6
+ 4 = 2 + 10 = 12) to
understand the
relationship between
addition and subtraction
Solves addition and
subtraction problems
with unknown partners
Demonstrates multiple
strategies to fluently
add and subtract within
20
Solves word problems
that call for addition of
up to three whole
numbers whose sum is
less than or equal to 20,
Student consistently:
Solves addition and
subtraction word
problems with sums
less than or equal to 20
Applies commutative
(If 8 + 3 = 11 is known,
then 3 + 8 = 11) and
associative properties
of addition (To add 2 +
6 + 4, the second two
numbers can be added
to make a ten, so 2 + 6
+ 4 = 2 + 10 = 12) to
understand the
relationship between
addition and subtraction
Solves addition and
subtraction problems
with unknown partners
Demonstrates multiple
strategies to fluently
add and subtract within
20
Solves word problems
that call for addition of
up to three whole
numbers whose sum is
less than or equal to 20,
Student consistently and
independently performs
and explains the
following operations with
critical thinking:
Solves addition and
subtraction word
problems with sums
less than or equal to
20
Applies commutative
(If 8 + 3 = 11 is
known, then 3 + 8 =
11) and associative
properties of addition
(To add 2 + 6 + 4, the
second two numbers
can be added to make
a ten, so 2 + 6 + 4 = 2
+ 10 = 12) to
understand the
relationship between
addition and
subtraction
Solves addition and
subtraction problems
with unknown
partners
Demonstrates
Springfield Grading Benchmarks – FIRST GRADE
e.g., by using objects,
drawings, and equations
with a symbol for the
unknown number to
represent the problem
Understands the
meaning of the equal
sign, and determine if
equations involving
addition and subtraction
are true or false.
e.g., by using objects,
drawings, and equations
with a symbol for the
unknown number to
represent the problem
Understands the
meaning of the equal
sign, and determine if
equations involving
addition and subtraction
are true or false.
e.g., by using objects,
drawings, and equations
with a symbol for the
unknown number to
represent the problem
Understands the
meaning of the equal
sign, and determine if
equations involving
addition and subtraction
are true or false.
multiple strategies to
fluently add and
subtract within 20
Solves word
problems that call for
addition of up to three
whole numbers
whose sum is less
than or equal to 20,
e.g., by using objects,
drawings, and
equations with a
symbol for the
unknown number to
represent the problem
Understands the
meaning of the equal
sign, and determine if
equations involving
addition and
subtraction are true or
false.
2) Expresses mathematical thinking in written and oral form.
Trimester 1 2 3 4
ALL Student is unable or rarely able
to communicate mathematical
thinking precisely and with
accurate vocabulary.
Student is beginning to
communicate or inconsistently
communicating mathematical
thinking precisely and with
accurate vocabulary.
Student communicates all
mathematical thinking
precisely and with accurate
vocabulary.
• Student communicates all
mathematical thinking
precisely and with accurate
vocabulary.
• Student communicates
logical arguments clearly in
oral, written, and/or graphic
form to show why a result
makes sense.
Springfield Grading Benchmarks – FIRST GRADE
3) Applies problem solving strategies to real world situations
Trimester 1 2 3 4
Student in unable or rarely able
to apply a variety of
Operations and Algebraic
Thinking skills to problem
solve real-world situations
Student is beginning to apply or
inconsistently applying a
variety of Operations and
Algebraic Thinking skills to
problem solve real-world
situations
Student consistently applies a
variety of Operations and
Algebraic Thinking skills to
problem solve real-world
situations.
Student consistently applies a
variety of Operations and
Algebraic Thinking skills to
problem solve real-world
situations and makes insightful
connections to other ideas and
concepts and independently
challenges himself/herself
4) Shows consistency and accuracy when computing
Trimester 1 2 3 4 ALL Student is unable or rarely able
to identify appropriate
operations and mathematically
compute the
correct answer
Student sometimes identifies
appropriate operations and
mathematically computes the
correct answer
Student consistently identifies
appropriate operations and
mathematically computes the
correct answer
Student consistently applies
appropriate operations and
computes accurately on more
complex problems, mental
math, and/or other
mathematical concepts
Springfield Grading Benchmarks – FIRST GRADE
Number and Operations
1) Understands and applies mathematical concepts.
Trimester 1 2 3 4
ALL
Student rarely:
Identifies the digits of
a two-digit number as
tens and ones
Compares two-digit
numbers with the
symbols >, <,=, and ≠
Creates addition and
subtraction drawings
within 100 to solve
and prove the answer
Uses multiple
strategies to count
and represent
numbers within 120
(including counting
by 2, 5, 10)
Uses place value
understanding and
properties of
operations to add and
subtract.
Adds and subtracts
multiples of 10 in the
range 10-90
Student sometimes:
Identifies the digits
of a two-digit number
as tens and ones
Compares two-digit
numbers with the
symbols >, <,=, and ≠
Creates addition and
subtraction drawings
within 100 to solve
and prove the answer
Uses multiple
strategies to count
and represent
numbers within 120
(including counting
by 2, 5, 10)
Uses place value
understanding and
properties of
operations to add and
subtract.
Adds and subtracts
multiples of 10 in the
range 10-90
Student consistently:
Identifies the digits of
a two-digit number as
tens and ones
Compares two-digit
numbers with the
symbols >, <,=, and ≠
Creates addition and
subtraction drawings
within 100 to solve
and prove the answer
Uses multiple
strategies to count
and represent
numbers within 120
(including counting
by 2, 5, 10)
Uses place value
understanding and
properties of
operations to add and
subtract.
Adds and subtracts
multiples of 10 in the
range 10-90
Student consistently and
independently performs
and explains the following
concepts with critical
thinking:
Identifies the digits of
a two-digit number as
tens and ones
Compares two-digit
numbers with the
symbols >, <,=, and ≠
Creates addition and
subtraction drawings
within 100 to solve
and prove the answer
Uses multiple
strategies to count
and represent
numbers within 120
(including counting
by 2, 5, 10)
Uses place value
understanding and
properties of
operations to add and
subtract.
Adds and subtracts
multiples of 10 in the
range 10-90
Springfield Grading Benchmarks – FIRST GRADE
2) Expresses mathematical thinking in written and oral form.
Trimester 1 2 3 4
ALL Student is unable or rarely able
to communicate mathematical
thinking precisely and with
accurate vocabulary
Student is beginning to
communicate or inconsistently
communicating mathematical
thinking precisely and with
accurate vocabulary
Student communicates all
mathematical thinking
precisely and with accurate
vocabulary
• Student communicates all
mathematical thinking
precisely and with accurate
vocabulary
• Student communicates
logical arguments clearly in
oral, written, and/or graphic
form to show why a result
makes sense
3) Applies problem solving strategies to real world situations
Trimester 1 2 3 4
Student in unable or rarely able
to apply a variety of Number
and Operations skills to
problem solve real-world
situations
Student is beginning to apply or
inconsistently applying a
variety of Number and
Operations skills to problem
solve real-world situations
Student consistently applies a
variety of Number and
Operations skills to problem
solve real-world situations
Student consistently applies a
variety of Number and Operations
skills to problem solve real-world
situations and makes insightful
connections to other ideas and
concepts and independently
challenges himself/herself
4) Shows consistency and accuracy when computing
Trimester 1 2 3 4 ALL Student is unable or rarely able
to identify appropriate
operations and mathematically
compute the
correct answer
Student sometimes identifies
appropriate operations and
mathematically computes the
correct answer
Student consistently identifies
appropriate operations and
mathematically computes the
correct answer
Student consistently applies
appropriate operations and
computes accurately on more
complex problems, mental
math, and/or other
mathematical concepts
Springfield Grading Benchmarks – FIRST GRADE
Measurement and Data
1) Understands and applies mathematical concepts.
Trimester 1 2 3 4
ALL
Student rarely:
Measures the length of
an object as a number
of units
Orders three objects by
length
Tells and writes time to
the hour and half-hour
using analog and digital
clocks
Organizes, represents,
and interprets data with
up to three categories
Student sometimes:
Measures the length of
an object as a number
of units
Orders three objects by
length
Tells and writes time to
the hour and half-hour
using analog and digital
clocks
Organizes, represents,
and interprets data with
up to three categories
Student consistently:
Measures the length of
an object as a number
of units
Orders three objects by
length
Tells and writes time to
the hour and half-hour
using analog and digital
clocks
Organizes, represents,
and interprets data with
up to three categories
Student consistently and
independently performs
and explains the following
concepts with critical
thinking:
Measures the length of
an object as a number
of units
Orders three objects by
length
Tells and writes time to
the hour and half-hour
using analog and digital
clocks
Organizes, represents,
and interprets data with
up to three categories
2) Expresses mathematical thinking in written and oral form.
Trimester 1 2 3 4
ALL Student is unable or rarely able
to communicate mathematical
thinking precisely and with
accurate vocabulary
Student is beginning to
communicate or inconsistently
communicating mathematical
thinking precisely and with
accurate vocabulary
Student communicates all
mathematical thinking
precisely and with accurate
vocabulary
• Student communicates all
mathematical thinking
precisely and with accurate
vocabulary
• Student communicates
logical arguments clearly in
oral, written, and/or graphic
form to show why a result
makes sense
Springfield Grading Benchmarks – FIRST GRADE
3) Applies problem solving strategies to real world situations
Trimester 1 2 3 4
Student in unable or rarely able
to apply a variety of
Measurement and Data skills
to problem solve real-world
situations
Student is beginning to apply or
inconsistently applying a
variety of Measurement and
Data skills to problem solve
real-world situations
Student consistently applies a
variety of Measurement and
Data skills to problem solve
real-world situations
Student consistently applies a
variety of Measurement and Data
skills to problem solve real-world
situations and makes insightful
connections to other ideas and
concepts and independently
challenges himself/herself
4) Shows consistency and accuracy when computing
Trimester 1 2 3 4 ALL Student is unable or rarely able
to identify appropriate
operations and mathematically
compute the
correct answer
Student sometimes identifies
appropriate operations and
mathematically computes the
correct answer
Student consistently identifies
appropriate operations and
mathematically computes the
correct answer
Student consistently applies
appropriate operations and
computes accurately on more
complex problems, mental
math, and/or other
mathematical concepts
Springfield Grading Benchmarks – FIRST GRADE
Geometry
1) Understands and applies mathematical concepts.
Trimester 1 2 3 4
Student rarely:
Distinguishes between
defining attributes
(number of sides,
corners etc. ) versus
non-defining attributes
(color, size etc...)
Partitions circles and
rectangles into halves,
thirds and fourths
Combines two and
three dimensional
shapes to create new
shapes
Compares and
contrasts two- and
three-dimensional
shapes (triangles are
closed and three-
sided, orientation,
overall size)
Student sometimes:
Distinguishes between
defining attributes
(number of sides,
corners etc. ) versus
non-defining attributes
(color, size etc...)
Partitions circles and
rectangles into halves,
thirds and fourths
Combines two and
three dimensional
shapes to create new
shapes
Compares and
contrasts two- and
three-dimensional
shapes (triangles are
closed and three-
sided, orientation,
overall size)
Student consistently:
Distinguishes between
defining attributes
(number of sides,
corners etc. ) versus
non-defining
attributes (color, size
etc...)
Partitions circles and
rectangles into halves,
thirds and fourths
Combines two and
three dimensional
shapes to create new
shapes
Compares and
contrasts two- and
three-dimensional
shapes (triangles are
closed and three-
sided, orientation,
overall size)
Student consistently and
independently performs and
explains the following
concepts with critical
thinking:
Distinguishes between
defining attributes
(number of sides,
corners etc. ) versus
non-defining
attributes (color, size
etc...)
Partitions circles and
rectangles into halves,
thirds and fourths
Combines two and
three dimensional
shapes to create new
shapes
Compares and contrasts
two- and three-dimensional
shapes (triangles are closed
and three-sided, orientation,
overall size)
Springfield Grading Benchmarks – FIRST GRADE
2) Expresses mathematical thinking in written and oral form.
Trimester 1 2 3 4
ALL Student is unable or rarely able
to communicate mathematical
thinking precisely and with
accurate vocabulary
Student is beginning to
communicate or inconsistently
communicating mathematical
thinking precisely and with
accurate vocabulary
Student communicates all
mathematical thinking
precisely and with accurate
vocabulary
• Student communicates all
mathematical thinking
precisely and with accurate
vocabulary
• Student communicates
logical arguments clearly in
oral, written, and/or graphic
form to show why a result
makes sense
3) Applies problem solving strategies to real world situations
Trimester 1 2 3 4
ALL
Student in unable or rarely able
to apply a variety of Geometry
skills to problem solve real-
world situations
Student is beginning to apply or
inconsistently applying a
variety of Geometry skills to
problem solve real-world
situations
Student consistently applies a
variety of Geometry skills to
problem solve real-world
situations
Student consistently applies a
variety of Geometry skills to
problem solve real-world
situations and makes insightful
connections to other ideas and
concepts and independently
challenges himself/herself
Springfield Grading Benchmarks – FIRST GRADE
SCIENCE
1) Demonstrates knowledge of facts and understanding of concepts.
⇒ EARTH, PHYSICAL, and LIFE SCIENCE
Trimester 1 2 3 4
ALL Space Systems: Patterns and
Cycles
Student rarely demonstrates
understanding of key
concepts, including:
The amount of daylight
changes throughout the
year.
The sun and moon appear to
rise in one part of the sky,
move across the sky, and
set.
Stars other than our sun are
visible at night but not
during the day
Comparisons of the amount
of daylight in the winter to
the amount in the spring or
fall.
Illumination could be from
an external light source or
by an object giving off its
own light.
Space Systems: Patterns and
Cycles
Student sometimes
demonstrates understanding
of key concepts, including:
The amount of daylight
changes throughout the
year.
The sun and moon appear
to rise in one part of the
sky, move across the sky,
and set.
Stars other than our sun are
visible at night but not
during the day
Comparisons of the amount
of daylight in the winter to
the amount in the spring or
fall.
Illumination could be from
an external light source or
by an object giving off its
own light.
Space Systems: Patterns and
Cycles
Student consistently
demonstrates understanding
of key concepts, including:
The amount of daylight
changes throughout the
year.
The sun and moon appear
to rise in one part of the
sky, move across the sky,
and set.
Stars other than our sun are
visible at night but not
during the day
Comparisons of the amount
of daylight in the winter to
the amount in the spring or
fall.
Illumination could be from
an external light source or
by an object giving off its
own light.
Space Systems: Patterns and
Cycles
Student consistently and
independently demonstrates
understanding of key concepts,
including:
The amount of daylight changes
throughout the year.
The sun and moon appear to
rise in one part of the sky, move
across the sky, and set.
Stars other than our sun are
visible at night but not during
the day
Comparisons of the amount of
daylight in the winter to the
amount in the spring or fall.
Illumination could be from an
external light source or by an
object giving off its own light.
Springfield Grading Benchmarks – FIRST GRADE
Balance and Motion:
Student rarely demonstrates
understanding of key
concepts, including:
Energy is needed to change
the motion of objects. The energy change is
understood in terms of
forces.
Sea Life:
Student rarely demonstrates
understanding of key
concepts, including:
Sea animals have different
features that help them
survive in their
environments. An animal’s habitat
provides for its basic needs. Animals can be found all
over the world.
Student is unable or rarely
able to communicate using
acquired vocabulary.
Balance and Motion:
Student sometimes
demonstrates understanding
of key concepts, including:
Energy is needed to change
the motion of objects. The energy change is
understood in terms of
forces.
Sea Life:
Student sometimes
demonstrates understanding
of key concepts, including:
Sea animals have different
features that help them
survive in their
environments. An animal’s habitat
provides for its basic needs. Animals can be found all
over the world.
Student is beginning to
communicate or sometimes
communicates using acquired
vocabulary.
Balance and Motion:
Student consistently
demonstrates understanding
of key concepts, including:
Energy is needed to change
the motion of objects. The energy change is
understood in terms of
forces.
Sea Life:
Student consistently
demonstrates understanding
of key concepts, including:
Sea animals have different
features that help them
survive in their
environments. An animal’s habitat
provides for its basic needs. Animals can be found all
over the world.
Student communicates using
acquired vocabulary.
Balance and Motion:
Student consistently and
independently demonstrates
understanding of key concepts,
including:
Energy is needed to change the
motion of objects. The energy change is
understood in terms of forces.
Sea Life:
Student consistently and
independently demonstrates
understanding of key concepts,
including:
Sea animals have different
features that help them survive
in their environments. An animal’s habitat provides
for its basic needs. Animals can be found all over
the world.
Student makes insightful
connections to other ideas and
concepts and independently
challenges himself/herself.
Student communicates all
scientific thinking
precisely and with accurate
vocabulary.
Springfield Grading Benchmarks – FIRST GRADE
2) Applies knowledge to solve scientific investigations.
Trimester 1 2 3 4
ALL Student is rarely able to use
scientific process to conduct
investigations and
communicate observations
(e.g., observation checklists/lab
sheets).
• Student is beginning to
learn through discovery.
• Student sometimes uses
scientific process to conduct
investigations and
communicate observations
(e.g., observation checklists/lab
sheets).
• Student learns through
discovery.
• Student consistently uses
scientific process to conduct
investigations and
communicate observations
(e.g., observation checklists/lab
sheets).
Student consistently and
independently extends
scientific understanding to
problem-solving situations
and/or applications to real-life
situations.
Springfield Grading Benchmarks – FIRST GRADE
SOCIAL STUDIES
1) Demonstrates knowledge of facts and understanding of concepts.
Trimester 1 2 3 4
ALL Student does not understand or
rarely demonstrates an
understanding of the following
concepts:
Map Skills
Understand that a globe
is a representation of
the earth
Interpret and apply
basic map and globe
vocabulary
Visualize how maps
and globes are drawn to
scale and are a
representation of real
places
Identify specific
locations on a map and
globe
Identify north, south,
east, and west on a map
and globe
Identify the tools and
symbols of a map.
Student sometimes
demonstrates an understanding
of the following concepts:
Map Skills
Understand that a globe
is a representation of the
earth
Interpret and apply basic
map and globe
vocabulary
Visualize how maps and
globes are drawn to scale
and are a representation
of real places
Identify specific
locations on a map and
globe
Identify north, south,
east, and west on a map
and globe
Identify the tools and
symbols of a map.
Student demonstrates an
understanding of the following
concepts:
Map Skills
Understand that a globe
is a representation of the
earth
Interpret and apply basic
map and globe
vocabulary
Visualize how maps and
globes are drawn to
scale and are a
representation of real
places
Identify specific
locations on a map and
globe
Identify north, south,
east, and west on a map
and globe
Identify the tools and
symbols of a map.
Student consistently
demonstrates an understanding
of concepts and independently
applies them to other learning
situations, making insightful
connections to other ideas and
concepts and independently
challenges himself/herself.
Map Skills
Understand that a globe
is a representation of the
earth
Interpret and apply basic
map and globe
vocabulary
Visualize how maps and
globes are drawn to scale
and are a representation
of real places
Identify specific
locations on a map and
globe
Identify north, south,
east, and west on a map
and globe
Identify the tools and
symbols of a map.
Springfield Grading Benchmarks – FIRST GRADE
American Heritage
There are many
different ways to show
patriotism and to show
love for one’s country.
Freedom means many
things to many people
and we as Americans
enjoy many rights and
freedoms.
American leaders
display and
demonstrate honorable
qualities to value our
country.
American symbols
represent our countries’
beliefs and values.
Holidays Around the World
Compare and contrast
holidays celebrated
across the world.
There are varying
perspectives on the way
holidays are celebrated
across the world.
Many cultural traditions
and heritage contribute
to our states and nations
diversity.
There are varying
perspectives on the way
holidays are celebrated
across the world.
American Heritage
There are many
different ways to show
patriotism and to show
love for one’s country.
Freedom means many
things to many people
and we as Americans
enjoy many rights and
freedoms.
American leaders
display and
demonstrate honorable
qualities to value our
country.
American symbols
represent our countries’
beliefs and values.
Holidays Around the World
Compare and contrast
holidays celebrated
across the world.
There are varying
perspectives on the way
holidays are celebrated
across the world.
Many cultural traditions
and heritage contribute
to our states and nations
diversity.
There are varying
perspectives on the way
holidays are celebrated
across the world.
American Heritage
There are many
different ways to show
patriotism and to show
love for one’s country.
Freedom means many
things to many people
and we as Americans
enjoy many rights and
freedoms.
American leaders
display and
demonstrate honorable
qualities to value our
country.
American symbols
represent our countries’
beliefs and values.
Holidays Around the World
Compare and contrast
holidays celebrated
across the world.
There are varying
perspectives on the way
holidays are celebrated
across the world.
Many cultural traditions
and heritage contribute
to our states and nations
diversity.
There are varying
perspectives on the way
holidays are celebrated
across the world.
American Heritage
There are many
different ways to show
patriotism and to show
love for one’s country.
Freedom means many
things to many people
and we as Americans
enjoy many rights and
freedoms.
American leaders
display and
demonstrate honorable
qualities to value our
country.
American symbols
represent our countries’
beliefs and values.
Holidays Around the World
Compare and contrast
holidays celebrated
across the world.
There are varying
perspectives on the way
holidays are celebrated
across the world.
Many cultural traditions
and heritage contribute
to our states and nations
diversity.
There are varying
perspectives on the way
holidays are celebrated
across the world.
Springfield Grading Benchmarks – FIRST GRADE
Many cultural traditions
and heritage contribute
to our states and nations
diversity.
Many cultural traditions
and heritage contribute
to our states and nations
diversity.
Many cultural traditions
and heritage contribute
to our states and nations
diversity.
Many cultural traditions
and heritage contribute
to our states and nations
diversity.
2) Applies knowledge to classroom discussions and activities.
Trimester 1 2 3 4
ALL Student rarely adds meaningful
contributions to classroom
discussions and activities.
Student sometimes adds
meaningful contributions to
classroom discussions and
activities.
Student consistently adds
meaningful contributions to
classroom discussions and
activities.
Student consistently adds
meaningful contributions to
classroom discussions and
activities; demonstrates higher
level thinking and/or
application to other situations.